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The social relations model (SRM; Kenny, 1994) explicitly proposes that leadership simultaneously operates at three levels of analysis: group, dyad, and individual (perceiver and target). With this model, researchers can empirically determine the amount of variance at each level as well as those factors that explain variance at these different levels. This chapter shows how the SRM can be used to address many theoretically important questions in the study of leadership and can be used to advance both the theory of and research in leadership. First, based on analysis of leadership ratings from seven studies, we find that there is substantial agreement (i.e., target variance) about who in the group is the leader and little or no reciprocity in the perceptions of leadership. We then consider correlations of leadership perceptions. In one analysis, we examine the correlations between task-oriented and socioemotional leadership. In another analysis, we examine the effect of gender and gender composition on the perception of leadership. We also explore how self-ratings of leadership differ from member perceptions of leadership. Finally, we discuss how the model can be estimated using conventional software.

This paper provides a research-based approach for evaluating resources for transitioning to teaching online.

This paper uses Davies’ (2011) discussion of technological literacy; Koehler and Mishra’s (2009) Technology, Pedagogy and Content Knowledge (TPACK); Leacock and Nesbit’s (2011) Learning Object Review Instrument; and Reynolds and Leeder’s (2018) expanded notion of “technology stewardship” to underpin an approach that educators can use to evaluate educational resources for transitioning to teaching online.

This paper introduces and applies an approach focused on evaluating the source of a given educational resource, as well as how it can be implemented.

This paper synthesizes frameworks relating to qualities of educational technologies and frameworks relating to qualities of educators, and introduces two criteria for evaluating resources for transitioning to distance learning.

This paper provides readily applicable criteria for evaluating resources in a time of emergency distance learning.

This approach enables educators to evaluate resources in a time of emergency distance learning.

The synthesis of four approaches to evaluating educational technologies, and applying the approach to four resources that have emerged to address COVID-19-related instructional needs.

Hall, Lord, and Foster (2009) have commented on whether variance partitioning in the social relations model would be the same in long-term groups and when groups have formal leaders. This reply follows their lead and speculates on how the variance partitioning would change. It considers the design and analysis issues in natural workgroups as well as the estimation of group effects.

This study examines the impact of mediator style, mediation outcome, and mediator background variables on community mediation participant satisfaction and fairness perceptions along several dimensions. Our data were collected from a community mediation program located in a justice court in the Southwestern United States. During a twelve‐month period, 40 mediation sessions, each involving a single mediator, were videotaped. The 108 mediation participants completed surveys assessing their perceptions of and satisfaction with their specific mediation experiences. The findings indicate important impacts of mediator facilitativeness on all perceptions and of conflict resolution success on satisfaction. Mediator experience impacted perceptions of the mediator; mediator gender and law background had no impacts.

Mediating effects are often tested using hierarchical multiple regression (HMR) procedures. Typical of the HMR-based strategies is the very frequently cited and widely used procedure described by Baron and Kenny (1986). Unfortunately, there are several important problems with it. More specifically, as we demonstrate below, it: (a) is of virtually no value for buttressing claims of mediating effects for data from non-experimental research; (b) produces erroneous inferences about the existence of mediating effects for misspecified mediation models; and (c) is incapable of providing credible evidence of such effects in a large proportion of cases, even for properly specified mediation models. We detail a number of important implications of our analyses.

This paper studies how Chinese consumers respond to foreign goods in the post‐WTO era. Specifically, it examines brand sensitivity as a mediator and product cues as moderator of purchase intention. Additionally, it examines consumer preferences for different products and consumption plans for the subsequent five years. The survey sample is drawn from a population of foreign product users from 34 cities in 18 provinces in China. Results provide evidence that brand sensitivity mediates the relationship between consumer ethnocentrism and purchase intention; product cues moderate the effect of ethnocentrism on purchase intention. As the first study to link consumer ethnocentrism directly to brand sensitivity and purchase intention, this research provides some managerial implications. Global marketers can offset the negative effect of ethnocentrism by emphasizing brand image of its products, taking advantage of specific product cues, or by providing more comprehensive after‐sale service to reduce the perceived risk of purchasing imports. Also, price is still a hurdle that prevents Chinese consumers from mass consumption of foreign products. Global firms should not overestimate the purchasing power of Chinese consumers. This study represents a “snapshot” of Chinese consumers’ decision making at a time when their economic system is undergoing rapid change.

This study aims to test the contributions of a new type of resilience, Trait Negotiation Resilience (TNR; Nelson et al., 2016), to negotiators’ effective behavior, perception of opponent and negotiation outcomes.

A laboratory study (N = 98; 49 dyads) featuring a mixed-motive negotiation task. Participants self-reported TNR (emotional skills, social sensitivity, intrinsic motivation for self-improvement and a sense of purpose to life events) up to a week before negotiating. After the negotiations, they rated their opponents on resilient, effective personal attributes and reported their own subjective value (SV). Trained judges watched the negotiations, coded objective outcomes and rated negotiators on dimensions of effective negotiation behavior. Statistical analyses accounted for dyadic interdependence.

TNR predicted higher levels of effective negotiation behavior, which, in turn, fully mediated TNR’s favorable contribution to negotiated value. TNR also predicted higher levels of SV, and this contribution was partially mediated by perceiving effective personal attributes in the opponent.

The sample size was moderate and it consisted of undergraduate students, most of them female.

Evidence on the contribution of a personality construct to both outcome and process negotiator variables; contribution to the research of specific types of resilience.

Volunteers at child helplines play an important role in providing support for children, so keeping them satisfied during encounters is crucial to continue helping children. The purpose of this study is to understand how children’s perceptions of instrumental and emotional support (partner effects) influence volunteer encounter satisfaction, and whether this effect is moderated by a volunteer’s previous encounter experience and levels of interpersonal and service-offering adaptiveness.

The sample consisted of 377 dyads of 116 volunteers and 377 children from online service encounters at a child helpline. Questionnaires were used to measure satisfaction, support and volunteer adaptiveness. A multilevel model was estimated to test the hypothesized moderation effects.

This study revealed that the instrumental support partner effect positively influenced volunteer encounter satisfaction. This relationship was stronger when the previous encounter was less satisfying or for volunteers with higher interpersonal, but not higher service-offering, adaptiveness. Negative effects on the relationship between the emotional support partner effect and volunteer encounter satisfaction were found after a less satisfying previous encounter or for volunteers with higher interpersonal adaptiveness.

This study contributes to the services and volunteerism literature by providing a unique perspective on the interpersonal influence between volunteers and children during service encounters. In the context of child helplines, this paper illustrates how volunteer encounter satisfaction is a function of the intricate interplay between children’s perceptions of the service encounter and volunteers’ perceptions of previous experiences and their adaptiveness.

Neal M. Ashkanasy is a Professor of Management at the University of Queensland, Australia. His research interests lie in organizational and ethical behavior, leadership, culture, and emotions. He is Editor-in-Chief of the Journal of Organizational Behavior and the book series Research on Emotion in Organizations.